the scaffolded process

Annotated Bibliography

This is a major assignment in the course.

The annotated bibliography is a key component of the scaffolded process of research writing. It demonstrates your ability to identify appropriate scholarly sources in different media; it encourages you to reflect on the materials you have read in your research; it hones your ability to summarize arguments by distilling the most important information from a scholarly source; and it directs your readers towards more sources on the topic that may be interesting or helpful for them.

The annotated bibliography should be undertaken only after your research questions have been approved and you have conducted a broad initial survey of potential sources.

Assignment: Compose an annotated bibliography of FIVE scholarly (peer-reviewed) sources related to your research question. Your sources must include scholarly book chapters and scholarly articles, and it may include scholarly sources on the web. Your bibliography should use APA or MLA citation style, and each of your annotations should be between 150-250 words long. Please see the “Guidelines” below for more information.

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Guidelines for the Annotated Bibliography

What is an annotated bibliography?

· An annotated bibliography is a list of sources (such as scholarly articles and/or books) that illustrates different points of view about a topic. It’s useful to think of an annotated bibliography as a presentation of “the conversation” that scholars are having regarding a specific topic. An annotated bibliography allows you see what research has been done about your topic, and how your research could fit into the larger conversation. The annotated bibliography is very often the point of departure for a larger research project or paper.

What is the form of an annotated bibliography?*

· In an annotated bibliography, each citation to a source is followed by an annotation—a brief (approximately 150-250 words) description and evaluation of the text. The sources in your annotated bibliography must be listed in alphabetical order. Use MLA or APA citation style when listing your sources. If you are not familiar with these citation styles, please consult a current research handbook or go to the DYC Library’s .

· The annotation follows the citation. The annotation is a brief (150-250 words) summary and evaluation of the scholarly source. The annotation usually contains the following components:

· A brief but thoughtful summary of the points of the scholarly book chapter, article, or web source that are relevant to your research question.

· An evaluation of the source, where you critically assess the reliability or validity of the author’s claims.

· A statement about how the author contributes to “the conversation.”

*Note: Different professors may have more specific requirements for your annotated bibliography; always be sure to review these requirements and speak with your professor or with a Writing Center tutor if you have any questions.

Tips:

· Allow plenty of time to research your sources for your annotated bibliography. You should first locate books (or book chapters), scholarly articles, and other documents that contain information, ideas, or research about your topic. Remember to select sources that illustrate a variety of perspectives on your topic.

Sample Annotated Bibliography Entries (using APA citation style)*

*These entries appear on the Humane Society Institute for Science and Policy @ http://animalstudiesrepository.org/cgi/viewcontent.cgi?article=1004&context=hum_ed_bibs

Scholarly Articles:

Beirne, P. (2004). From animal abuse to interhuman violence? A critical review of the progression thesis. Society and Animals, 12 (1), 39-66.

This paper reviews evidence of a progression from animal abuse to interhuman violence. It finds that the “progression thesis” is supported not by a coherent research program but by disparate studies often lacking methodological and conceptual clarity. Set in the context of a debate about the theoretical adequacy of concepts like “animal abuse” and “animal cruelty,” it suggests that the link between animal abuse and interhuman violence should be sought not only in the personal biographies of those individuals who abuse animals but also in those institutionalized social practices where animal abuse is routine, widespread, and socially acceptable.

Henry, B.C., & Sanders, C.E. (2007). Bullying and animal abuse: Is there a connection? Society & Animals,15 (2), 107-126.

In recent years, school violence has become an issue of great concern among psychologists, educators, and law-enforcement officials. The purpose of the current study was to examine the relationship between bullying, victimization, and abuse of nonhuman animals. The study assessed bullying and victimization experiences, animal abuse, and attitudes toward animals within a sample of 185 college males. Results of the study highlighted the important distinction between males involved in single episodes of animal abuse and those involved in multiple episodes of animal abuse. Further, results highlighted the significance of the bully/victim phenomenon with regard to participation in multiple acts of animal abuse. Those who were above the median with regard to both victimization and perpetration of physical bullying exhibited the highest rates of involvement in multiple acts of animal abuse and also exhibited the lowest levels of sensitivity with regard to cruelty-related attitudes pertaining to animals. The study discusses theoretical mechanisms linking bullying and animal abuse as well as directions for future research.

Scholarly Books:

Ascione, F. R. (2005). Children and animals: Exploring the roots of kindness and cruelty. West Lafayette, Ind: Purdue University Press.

Animal abuse has been an acknowledged problem for centuries, but only within the past few decades has scientific research provided evidence that the maltreatment of animals often overlaps with violence toward people. The variants of violence, including bullying or assaults in a schoolyard, child abuse in homes, violence between adult intimate partners, community hostility in our streets and neighborhoods, and even the context of war, are now the subject of concerted research efforts. Very often, the association of these forms of violence with cruelty to animals has been found. The perpetrators of such inhumane treatment are often children and adolescents. How common are these incidents? What motivates human maltreatment of animals? Are there cultural, societal, neighborhood, and family contexts that contribute to cruelty to animals? How early in a child’s life does cruelty to animals emerge and are these incidents always a sign of future interpersonal violence? Are there ways of preventing such cruelty? Can we intervene effectively with children who already have a history of abuse and violence? Children and Animals: Exploring the Roots of Kindness and Cruelty presents the current scientific and professional wisdom about the relation between the maltreatment of animals and interpersonal violence directed toward other human beings. However, the author, Frank R. Ascione, a noted expert in these areas, writes in a style and presents the findings in language that will be understandable to parents, teachers, counselors, clergy, animal welfare professionals, foster parents, mental health professionals, youth workers, law enforcement professionals, and anyone else whose work or interest crosses into the lives of children and adolescents.

Assessment Rubric for Annotated Bibliography

CATEGORY

A

B

C

D

F

Quantity of sources

2 pts.

Document cites the number of sources outlined in the assignment.

Document is either one source over or under the required number of sources.

Document is two to three sources over or under the required number of sources.

Document is four to five sources over or under the required number of sources.

Document is more than five sources over or under the number of required sources.

Quality & Variety of Scholarly Sources

4 pts.

All sources cited can be considered timely and scholarly. Excellent variety of sources or perspectives.

Most sources cited can be considered timely and scholarly. Good variety of sources or perspectives.

Some sources can be considered timely and scholarly. Adequate variety of sources or perspectives.

Few sources cited can be considered timely and scholarly. Poor variety of sources or perspectives.

Few or no timely and scholarly sources cited. No variety of sources.

Writing fluency of annotations

20 pts.

All annotations are thoughtful, complete, and well written.

Most annotations are thoughtful, complete, and well written.

Some annotations are well written but some are lacking in completeness, thought, and /or writing quality.

.

Most annotations are lacking in completeness, thought, and/or writing quality.

.

All annotations are lacking in completeness, thought, and/or writing quality.

.

APA or MLA and

Documentation.

4 points

Citations are formatted correctly in the document.

There are a few formatting errors in the document’s citations.

There are some formatting errors in the document’s citations.

There are many and/or frequent formatting errors in the document’s citations.

There is little or no adherence to APA or MLA format in the document.

COMMENTS

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